A2-Key-For-Schools-Handbook-2020 1A PDF
A2-Key-For-Schools-Handbook-2020 1A PDF
A2-Key-For-Schools-Handbook-2020 1A PDF
A2 Key for
C1
Schools
Handbook for Teachers
for exams from 2020
B2
B1
A2
Key for
Schools
A1
Pre
A1
Make the most of your handbook
The best way to get the most from your handbook is to use the digital version. The digital version is
updated more regularly.
The digital version contains links which take you straight to related pages if you want to find out more. For
example, you can read about Part 1 of the Reading and Writing paper in the Tasks section, then click on the link to
take you straight to a sample Part 1 task. There are also links which take you to useful websites and resources.
Paper 2: Listening
Language specifications 49
Tasks 23 Glossary 52
Preparing learners 24
Sample paper and assessment 26
About Cambridge Assessment English
We are Cambridge Assessment English. Part of the University of
Cambridge, we help millions of people learn English and prove
their skills to the world.
For us, learning English is more than just exams and grades.
It’s about having the confidence to communicate and access a
lifetime of enriching experiences and opportunities. Cambridge English Qualifications are in-depth exams that make
learning English enjoyable, effective and rewarding.
We deliver qualifications and tests in over 130 countries to over
5.5 million people every year. Our unique approach encourages continuous progression with a
clear path to improving language skills. Each of our qualifications
focuses on a level of the Common European Framework of
Reference (CEFR), enabling learners to develop and build speaking,
writing, reading and listening skills.
Cambridge Assessment
International Education
Prepares school students for life, helping
them develop an informed curiosity and
a lasting passion for learning.
2
A2 Key for Schools – an overview
A2 Key for Schools is a basic level qualification that shows a Certificates
candidate has achieved a good foundation in learning English.
It is an ideal first exam for those new to learning English and The certificate shows the candidate’s:
gives learners confidence to study for higher Cambridge English • score on the Cambridge English Scale for each of the three
Qualifications such as B1 Preliminary and B2 First. exam papers
• overall score on the Cambridge English Scale
Exam formats • grade
A2 Key for Schools can be taken as either a paper-based or • level on the CEFR
computer-based exam. • level on the UK National Qualifications Framework (NQF).
Statements of Results
The Statement of Results shows the candidate’s:
• score on the Cambridge English Scale for their performance in
each of the three exam papers (Reading and Writing, Listening
and Speaking)
• score on the Cambridge English Scale for their overall performance
in the exam. The Reading and Writing paper tests two skills so the
score is doubled. The overall score is calculated by adding all of the
individual scores together and dividing by four
• grade – this is based on the candidate’s overall score
• level on the CEFR – this is also based on the overall score. Special circumstances
Cambridge English Qualifications are designed to be fair to all test
takers. For more information about special circumstances, go to
cambridgeenglish.org/help
Advice for teachers – developing students’ skills and preparing Centre staff have all the latest information about our exams, and
them for the exam. can provide you with:
Downloadable lessons – a lesson for every part of • details of entry procedures
every paper. • copies of the exam regulations
Teaching qualifications – a comprehensive range of • exam dates
qualifications for new teachers and career development for • current fees
more experienced teachers.
• more information about A2 Key for Schools and other
Seminars and webinars – a wide range of exam-specific Cambridge English Qualifications.
seminars and live and recorded webinars for both new and
experienced teachers. We have more than 2,800 centres in over 130 countries – all are
required to meet our high standards of exam administration,
Teacher development – resources to support teachers in their integrity, security and customer service. Find your nearest centre
Continuing Professional Development. at cambridgeenglish.org/centresearch
cambridgeenglish.org/teaching-english
Further information
Facebook for teachers If your local authorised exam centre is unable to answer your
Teachers can join our community on Facebook for free resources, question, please contact our helpdesk:
activities and tips to help prepare learners for Cambridge English cambridgeenglish.org/help
Qualifications.
facebook.com/CambridgeEnglishTeaching
4
About the exam
A2 Key for Schools is a rigorous and thorough test of English Marks and results
at Level A2. It covers all four language skills – reading, writing,
listening and speaking. A2 Key for Schools gives detailed, meaningful results.
CAN understand the general meaning of a CAN understand basic instructions on class time,
simplified textbook or article, reading very slowly. dates and room numbers.
Study
CAN write a very short, simple narrative or CAN express simple opinions using expressions
description. such as ‘I don’t agree’.
6
Paper 1: 1 hour
1 6 6 3-option
multiple choice
Read six short real-world texts for the
main message.
2 7 7 3-option multiple
matching
Read seven questions and three short texts on the
same topic, then match the questions to the texts.
3 5 5 3-option multiple
choice
Read one long text for detailed understanding and
main ideas.
4 6 6 3-option
multiple-choice cloze
Read a factual text and choose the correct
vocabulary items to complete the gaps.
5 6 6 Open cloze
Complete gaps in an email (and sometimes the reply
too) using one word.
Writing
7 1 15 Picture story
Write a short story of 35 words or more based on
three picture prompts.
Total
32 60
Teachers may need to adapt texts to make them suitable for A2-level learners. The Learners can get
vocabulary list and the language specifications can help teachers to identify suitable more information
language areas. The vocabulary list is updated annually. from the Information
for candidates guide.
Part 1
Questions 1 – 6
article
2 5 Turn over ►
notice
8
Paper 1
✔✔ Give learners practice doing timed exercises and exam tasks • All answers are typed directly onto the computer.
where they need to manage their own time in the Reading • Candidates may take pens and pencils and a bottle of water
and Writing paper. Suggest that they spend about into the exam room, but nothing else (including bags and
40 minutes on the Reading component (leaving about anything electronic).
20 minutes for the Writing component). • Candidates should listen carefully to the instructions which the
invigilator gives and follow the instructions on the computer
✔✔ Help learners think about the different ways they read screen.
texts. For example, if they are reading an information leaflet
then ask them to find some specific information. If they are • There are no examples in the Reading component, but
reading a message, ask them to think how they would reply candidates watch a short tutorial before the test.
to it. • There is a timer on the screen which tells candidates how much
time they have left.
✔✔ Help your learners to work out the meaning of new words • Candidates may make notes on paper during the exam,
by using the rest of the text. Encourage them not to use a for example if they want to plan an answer for the Writing
dictionary for every new word. component. They must leave these notes on their desk at the
end of the exam.
Learners
Teachers
Reading Part 1
Questions 1 – 6
Part 1
THE TASK
For each question, choose the correct answer.
uuIn this part, candidates have to read six short emails, notices, signs or text
messages. There are three sentences next to each one. Candidates have to
1 Go upstairs if you want to
choose which sentence matches the meaning of the email, notice, sign or
A buy a dress for a party. text message.
B pay less for something to read.
B Greta hopes Fiona will help her find her uuThey can use the visual information (layout, location etc.) to help identify
maths notes.
the context.
C Greta wants to know what the maths
homework is.
uuNext they should read the three options next to each text.
3 uuCandidates then need to compare each option with the text before
choosing an answer.
A Students not going on the trip cannot have a
day off school.
ASSESSMENT
2
uuThis part tests the candidate’s understanding of various kinds of short texts.
Reading Part 2
Questions 7 – 13
Part 2
THE TASK
For each question, choose the correct answer.
uuFor each question candidates should quickly read the texts and try to find
the parts relevant to each question.
School gardens competition
Amy
Our class has just won a prize for our school garden in a competition – and
uuAfter finding a relevant piece of text, candidates should read carefully to
they’re going to make a TV film about it! The judges liked our garden because the
flowers are all different colours – and we painted some more on the wall around
it. My cousin gave us advice about what to grow – she’s learning about gardening
check whether that part of the text answers the question.
4 at college. We’re planning to grow some vegetables next year. I just hope the
uuBefore choosing the answer, candidates should check that the other texts
insects don’t eat them all!
Flora
Our teacher heard about the school garden competition on TV and told us about
it. We decided to enter and won second prize! There’s a high wall in our garden
where many red and yellow climbing flowers grow and it looks as pretty as a
do not contain anything that could answer the questions. If one of them
does, they must decide which text best matches the question.
painting! Our prize is a visit to a special garden where there are lots of butterflies
and other insects. My aunt works there and she says it’s amazing.
Louisa
The garden our class entered in the competition is very special. The flowers we’ve
grown are all yellow! They look lovely on the video we made of the garden. We
also grew lots of carrots and potatoes, and everyone says they taste fantastic. It
was an interesting project. Our teacher taught us lots of things about the
butterflies in our garden. We also watched a TV programme about them, and did
ASSESSMENT
some paintings to put on the classroom wall.
5 Turn over ►
10
Paper 1
Reading Part 3
Questions 14 – 18
Part 3 THE TASK
For each question, choose the correct answer.
uuIn this part, candidates have a longer text, for example, a simplified
newspaper or magazine article. There are five multiple-choice questions
Starting at a new school with three options, A, B and C.
By Anna Gray, age 11
I’ve just finished my first week at a new school and I’d like to tell you about it. Like other children in
my country, I went to primary school until I was eleven and then I had to go to a different school for HOW TO APPROACH THE TASK
older children. I loved my primary school but I was excited to move to a new school.
It was very strange on our first day. There were some kids from my primary school there, but most
uuCandidates should skim the text to find out the topic and general meaning.
of the children in my year group were from different schools. But I soon started talking to the girl
who was sitting beside me in maths. She lives near me so we walked home together. We're best uuNext candidates should read the text more carefully.
friends now.
When I saw our timetable there were lots of subjects, some were quite new to me! Lessons are
uuThey need to look at each question then compare each option with the text
harder now. They're longer and the subjects are more difficult, but the teachers help us a lot. before choosing one.
At primary school we had all our lessons in one classroom. Now each subject is taught in a different
room. It was difficult to find the classrooms at first because the school is so big. But the teachers uuCandidates should check the choice of answer carefully with the text again.
gave us each a map of the school, so it's getting easier now.
The worst thing is that I have lots more homework to do now. Some of it is fun but I need to get
uuAfter choosing an answer they should check the other two options and
better at remembering when I have to give different pieces of work to the teachers! decide why they are wrong.
ASSESSMENT
uuThis part tests understanding of the main ideas and some details of
longer texts.
Reading Part 4
6
Part 4
Questions 19 – 24
THE TASK
For each question, choose the correct answer.
uuIn this part, candidates read a short text with six numbered spaces. Then
Wivenhoe hotel they decide which of the three words provided belongs in each gap.
Wivenhoe is a beautiful hotel in the countryside, with many rooms and an excellent restaurant.
However, there is a big (19) ………… between Wivenhoe and other hotels. Firstly, Wivenhoe is part
of a university, and secondly, its staff are all teenagers. HOW TO APPROACH THE TASK
In fact, Wivenhoe is a hotel school for young people who are (20) ………… to get jobs in the hotel
or restaurant (21) ………… . The students learn by helping staff in a real hotel, while their teachers uuCandidates should skim the text to find out the topic and general meaning.
(22) ………… them carefully. They do everything, from making beds and cleaning bathrooms to
preparing menus and (23) ………… the telephone. uuThey need to work through the six questions, reading the whole sentence
Some British people may think that a hotel run by students is a rather strange idea, but many to choose the correct word to complete the gap.
visitors say that Wivenhoe is the best hotel they have ever (24) ………… at.
uuAfter choosing an answer, candidates should check the other two options
and decide why they are wrong.
19 A change B variety C difference
uuOnce all the gaps are completed, they should read the whole text again to
20 A knowing B hoping C explaining
make sure it makes sense.
21 A business B work C career
Questions 25 – 30
Part 5 THE TASK
For each question, write the correct
answer. Write ONE word for each gap. uuIn this part, candidates have to fill in six gaps in a text or texts using
Example: 0 for single words.
From: Anita
uuSpelling must be correct.
To: Sasha
uuTexts are short and simple.
Thank you (0) ………… your email. Living in Canada sounds really great! I’m glad that you like
(25) ………… new house. What’s the weather like? (26) ………… it very cold in Canada? Does it uuCandidates are asked to write only one word in each gap.
snow every day?
I heard that a (27) ………… of Canadians speak two languages – English and French.
Are you having French lessons? Do you watch programmes (28) ………… TV in French too? HOW TO APPROACH THE TASK
How about the students in your new school? Are (29) ………… friendly? And send some photos
too – I would like to know more about them.
uuCandidates need to skim the text to find out the topic and general meaning.
I’ve got (30) ………… go now, but I’ll write again soon. uuFor each gap in the text they should think of possible words which may fit.
uuCandidates need to check each possibility with the meaning and grammar
of the sentence and the whole text.
uuThey should consider the spelling carefully to make sure it is correct.
uuOnce all the gaps are completed, candidates should read the whole text
again to make sure it makes sense.
ASSESSMENT
uuThis part tests understanding and knowledge of grammatical forms
(for example verb forms, determiners, pronouns) as well as structural
9 Turn over ► relationships at the phrase, clause, sentence or paragraph level.
12
Paper 1
Advice by task
Candidates should practise these exam strategies regularly in class.
Writing Part 6
You are going shopping with your English friend Pat tomorrow.
uuIn this part, candidates have to write a message of 25 words or more, for
Write an email to Pat.
example a note or email.
Say:
ASSESSMENT
uuThis part tests candidates’ ability to write short texts with a real
communicative purpose.
uuIn order to help teachers assess the standards required there are several
sample answers to the Writing Part 6 questions on page 21 with marks and
examiner comments.
uuAnswers are assessed using the assessment scales, which consist of three
subscales: Content, Language and Organisation.
10
Writing Part 7
Part 7
Question 32
THE TASK
Look at the three pictures.
Write the story shown in the pictures.
Write 35 words or more. uuIn the last part of the Reading and Writing paper, candidates have to write a
short story of 35 words or more based on three picture prompts.
ASSESSMENT
uuThis part tests candidates’ ability to write short narratives.
uuIn order to help teachers assess the standards required there are several
sample answers to the Writing Part 6 questions on page 22 with marks and
examiner comments.
uuAnswers are assessed using the assessment scales, which consist of three
11 Turn over ► subscales: Content, Language and Organisation.
2 3 Turn over ►
Part 2
Questions 7 – 13
4 5 Turn over ►
15
16
Part 3
Questions 14 – 18
For each question, choose the correct answer. 14 How did Anna feel about moving to a new school?
Starting at a new school B happy about the idea of doing something different
By Anna Gray, age 11
C pleased because she was bored at her primary school
I’ve just finished my first week at a new school and I’d like to tell you about it. Like other children in
my country, I went to primary school until I was eleven and then I had to go to a different school for
15 Who has become Anna’s best friend at her new school?
older children. I loved my primary school but I was excited to move to a new school.
A someone from her primary school
It was very strange on our first day. There were some kids from my primary school there, but most
of the children in my year group were from different schools. But I soon started talking to the girl B someone she knew from her home area
who was sitting beside me in maths. She lives near me so we walked home together. We're best
C someone she met in her new class
friends now.
When I saw our timetable there were lots of subjects, some were quite new to me! Lessons are 16 What does Anna say about the timetable at her new school?
harder now. They're longer and the subjects are more difficult, but the teachers help us a lot.
A It includes subjects she didn't do at primary school.
At primary school we had all our lessons in one classroom. Now each subject is taught in a different
B She has shorter lessons than she had at her old school.
room. It was difficult to find the classrooms at first because the school is so big. But the teachers
gave us each a map of the school, so it's getting easier now. C It is quite difficult to understand.
The worst thing is that I have lots more homework to do now. Some of it is fun but I need to get
17 Why couldn't Anna find her classrooms?
better at remembering when I have to give different pieces of work to the teachers!
A She couldn't read a map.
18 What does Anna say about the homework she has now?
6 7 Turn over ►
Part 5
Part 4 Questions 25 – 30
Questions 19 – 24
For each question, write the correct
For each question, choose the correct answer. answer. Write ONE word for each gap.
Example: 0 for
Wivenhoe hotel
Wivenhoe is a beautiful hotel in the countryside, with many rooms and an excellent restaurant.
From: Anita
However, there is a big (19) ………… between Wivenhoe and other hotels. Firstly, Wivenhoe is part
To: Sasha
of a university, and secondly, its staff are all teenagers.
or restaurant (21) ………… . The students learn by helping staff in a real hotel, while their teachers (25) ………… new house. What’s the weather like? (26) ………… it very cold in Canada? Does it
(22) ………… them carefully. They do everything, from making beds and cleaning bathrooms to snow every day?
preparing menus and (23) ………… the telephone.
I heard that a (27) ………… of Canadians speak two languages – English and French.
Some British people may think that a hotel run by students is a rather strange idea, but many Are you having French lessons? Do you watch programmes (28) ………… TV in French too?
visitors say that Wivenhoe is the best hotel they have ever (24) ………… at.
How about the students in your new school? Are (29) ………… friendly? And send some photos
too – I would like to know more about them.
8 9 Turn over ►
17
18
Part 6 Part 7
Question 31 Question 32
You are going shopping with your English friend Pat tomorrow. Look at the three pictures.
Write an email to Pat. Write the story shown in the pictures.
Write 35 words or more.
Say:
10 11 Turn over ►
Draft Draft
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 2 of 2
Candidate Candidate
Name Number
Centre Centre
Name Number
Examination Examination
Title Details
25 1 0 28 1 0
25 28
26 1 0 29 1 0
26 29
27 1 0 30 1 0
27 30 Examiner's use only
0 1 2 3 4 5
Continues over
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 2 OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 2 of 2
Draft Draft
Paper 1
19
Assessment
Answer key
Reading
20
Paper 1
Writing at this band has a combination of elements Mark and commentary 3 marks
2
from Bands 1 and 3.
Satisfactory attempt at the task. Two elements of the message
• Two elements of the message are omitted are communicated. Information about what time to meet is not
or unclear. Very little of the message is included. Some effort is required of the reader, for example with
communicated. ‘Let’s meet in a coffee’ and ‘buy my birthday present of brother’.
1 • The language used means the reader understands
very little of the message.
• The organisation used means the reader Candidate D
understands very little of the message.
Hello. Let’s go shopping 10 morning. My favourite shop is sports
0 • Text is totally irrelevant. shop and after lunch in a fast food.
• The reader understands none of the message.
Mark and commentary 2 marks
Sample answers Inadequate attempt at the task. Only one element of the message
is communicated. Information about where to meet is not included.
Candidate A
Information about what the candidate wants to buy is not clear.
Hi Pat,
• All parts of the story are fully communicated. Mark and commentary 4 marks
• The language used allows the reader to easily
5 understand the whole story. Good attempt at task. All three elements of the story are
• The organisation allows the reader to easily
communicated. Minimal effort is required of the reader, for
understand the whole story.
example ‘go camping to a lake’, ‘When they are in the lake’,
4 Writing at this band has a combination of elements ‘go swam to the lake’.
from Bands 3 and 5.
2 Writing at this band has a combination of elements Mark and commentary 3 marks
from Bands 1 and 3.
Satisfactory attempt at task. The first picture is not communicated,
• Two parts of the story are omitted or unclear. Very
but the rest of the story is mainly communicated clearly, except for
little of the story is communicated.
• The language used means the reader understands ‘parents was sawing their kids’. The organisation allows the reader to
1
very little of the story. understand the story, but use of cohesive devices would be needed
• The organisation used means the reader to understand it with ease.
understands very little of the story.
22
Paper 2: about 30 mins
(including 6 minutes to transfer answers)
Listening
tasks
Number of Number of
Part Task types What do candidates have to do?
questions marks
1 5 5 3-option multiple choice
Identify key information in five short dialogues and
choose the correct visual.
2 5 5 Gap fill
Listen to a monologue and complete gaps in a page
of notes.
3 5 5 3-option multiple choice
Listen to a dialogue for key information and answer five
3-option questions.
5 5 5 Matching
Listen to a dialogue for key information and match
five items.
Total
25 25
Listening Tasks 23
Preparing learners
Advice for teachers Parents can get
more information
The texts and tasks in the Listening paper reflect the variety of listening situations which
learners at A2 level are expected to deal with. Teachers should ensure that learners are
from the Information
exposed to a range of listening situations and interactions. for parents page
on the Cambridge
• The recordings contain a range of standard native-speaker accents. Learners should English website.
practise listening to a variety of accents.
• When selecting listening material, teachers can use the topics list to help them identify
suitable topics to use with learners.
• Teachers may find that the inventory of functions, notions and communicative tasks
in the Language specifications helps them to identify different listening situations for
learners to work with.
A two o’clock.
B
a sports star.
some animals.
multiple-choice
11 12 1 11
12
1 11
12
1
C history.
questions
10 2 10 2 10 2 13 Annie thought the film
9 3 9 3 9 3
A was too long.
8 4 8 4 8 4
B wasn’t very interesting.
7 6 5 7 6 5 7 6 5
C needed better actors.
A B C
14 Annie’s favourite film
Teachers can find
3 What will Chloe do on Saturday? A
B
makes her laugh.
is a true story.
lesson plans and
C is very exciting.
sample papers on
15 Annie prefers to watch films the Cambridge
English website.
A at a cinema.
B on her laptop.
A B C C on TV.
5 Turn over ►
2
Learners
Teachers
24
Paper 2
✔✔ The listening texts are recorded on CD, and each text is • All answers must go on an answer sheet.
heard twice. There are pauses for candidates to look at the • Candidates should write their answers on the question paper as
questions and to write their answers. they listen.
• They then have 6 minutes at the end of the test to copy these
✔✔ The instructions to the candidates on the recording are the answers onto the answer sheet.
same as the instructions on the question paper.
• Candidates should use a pencil to complete the answer sheet.
✔✔ Help learners identify and understand the type of text they • For Parts 1, 3, 4 and 5, candidates shade a lozenge on the
are listening to. They should also identify the purpose of the answer sheet to show their answer.
task that they have to do. Together, these activities will help • For Part 2, candidates write their answers on the answer sheet.
them to choose the most appropriate listening strategies for
the tasks in the exam. Completing the computer-based test
(computer-based test only)
✔✔ Use classroom discussion activities and listening to the
teacher to help to develop listening skills. However, learners • Candidates mark or type all their answers directly onto the
must also listen to a range of recordings to prepare for the computer.
content of the exam. • Candidates may take pens and pencils and a bottle of water
into the exam room, but nothing else (including bags and
✔✔ Make sure learners read the instructions on the question anything electronic).
paper, and listen to them on the recording so they are
completely clear about what they have to do. • Candidates should listen carefully to the instructions which the
invigilator gives and follow the instructions on the computer
✔✔ Candidates doing the paper-based test should practise screen.
transferring their answers to the answer sheet within the • Candidates should check that they can hear the test properly.
time limit. If they cannot hear the recording, they should raise their hand
and inform the invigilator immediately.
✔✔ All the texts in the exam are heard twice. Remind learners to • On the computer-based test only Part 2 has an example. For the
use both listenings to refine their answers. other parts candidates can access a help screen for information.
✔✔ Use the transcript of the recording once learners have • There is a timer on the screen which tells candidates how much
completed a task. It can be useful to look at it to identify key time they have left.
phrases, cues, distraction, etc. • Candidates may make notes on paper during the exam, for
example, if they want to write down two alternative answers
✔✔ Encourage learners not to leave blank spaces. They won’t lose where they are unsure. They must leave these notes on their
marks for a wrong answer. Ask learners to check they have an desk at the end of the exam.
answer, as they might have understood more than they think.
Listening Part 1
Part 1
Questions 1 – 5
THE TASK
For each question, choose the correct picture.
uuIn Part 1 there are five short recordings, each with a question and
1 What’s Julia going to do tonight? three images.
uuCandidates listen to the text, then choose the visual image which best
answers the question in the context of what they heard.
11 12 1 11
12
1 11
12
1 uuDuring the first listening the candidates need to listen for specific
10
9
2
3
10
9
2
3 9
10 2
3
information, choosing the best option.
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 uuCandidates should use the second listening to check the answer is correct,
A B C
focusing on the key information in the text.
ASSESSMENT
uuThe task requires candidates to listen for specific information in the text
which will answer the question.
A B C
Listening Part 2 2
Part 2
Questions 6 – 10
THE TASK
For each question, write the correct answer in the gap. Write one word or a number or a date or a
time. uuIn Part 2, candidates have to identify specific information (for example
prices, times, telephone numbers) and write it down in note form.
You will hear a teacher telling students about a school camping trip.
uuCandidates should first read and listen to the instructions, then use the
a.m.
Time to arrive at school: (8)
pause to read the title and the questions and think about the context.
Travel by: (9)
uuDuring the first listening, the candidates should listen to find the specific
Bring: (10)
information and write it down.
uuCandidates should listen for a second time to check their answers are correct.
uuIf the word has been spelled in the recording, the spelling must be correct
on the answer sheet.
uuCorrect spelling of common words is also required.
ASSESSMENT
uuThis task tests listening for specific and detailed information.
4
26
Paper 2
Listening Part 3
Part 3
THE TASK
Questions 11 – 15
For each question, choose the correct answer. uuIn this part, candidates listen to an informal conversation and answer five
3-option multiple-choice questions.
You will hear Annie talking to her friend Tony about a film she saw.
C
some animals.
history.
uuCandidates should read and listen to the instructions to understand the
context of the conversation.
13 Annie thought the film
A was too long. uuThey should listen for a first time to get the gist and choose the best option
B wasn’t very interesting. for each question.
C needed better actors.
uuThey should then listen again and check all the answers carefully, focusing
14 Annie’s favourite film
C is very exciting.
ASSESSMENT
15 Annie prefers to watch films
A at a cinema.
uuThis part tests understanding of detailed information.
B on her laptop.
C on TV.
5 Turn over ►
Listening Part 4
Part 4
THE TASK
Questions 16 – 20
For each question, choose the correct answer. uuIn this part candidates listen to five short monologues or dialogues, each
16 You will hear a teacher talking to her class.
with a scene setter, a question and three options.
What does the teacher want her class to do?
C
make less noise
B They’ve had a meal. uuCandidates should read the question and options for each question.
C They‘ve played a sport.
18 You will hear a teacher talking to one of his students called Sarah.
uuThey need to listen to each recording for the gist meaning and choose the
Why must Sarah do her homework again?
best option.
A She made too many mistakes.
C It’s sunny.
identification of attitudes, opinions and agreement. Candidates will need to
understand the main idea, gist or topic of each recording.
Part 5
THE TASK
Questions 21 – 25
For each question, choose the correct answer. uuIn this part, candidates listen to a longer conversation between two people
You will hear Julia talking to her mother about a school fashion show.
who know each other.
What will each person help with?
Example:
uuCandidates have to match two lists of items by identifying simple
0 Julia D information in the conversation.
ASSESSMENT
uuThis part tests understanding of detailed information.
You now have 6 minutes to write your answers on the answer sheet.
28
Part 1
4 How much will the girl pay for her cinema ticket?
Questions 1 – 5
A B C
A B C
11 12 1 12 12
11 1 11 1
10 2 10 2 10 2 A B C
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
A B C
A B C
Paper 21
3 Turn over ►
29
30
Part 2 Part 3
Questions 6 – 10
Questions 11 – 15
For each question, write the correct answer in the gap. Write one word or a number or a date or a For each question, choose the correct answer.
time.
You will hear Annie talking to her friend Tony about a film she saw.
You will hear a teacher telling students about a school camping trip.
11 Annie saw a film at
A two o’clock.
School Camping Trip B quarter past three.
B some animals.
Day of return: (7)
C history.
B is a true story.
C is very exciting.
A at a cinema.
B on her laptop.
C on TV.
4 5 Turn over ►
Part 4 Part 5
Questions 16 – 20 Questions 21 – 25
For each question, choose the correct answer. For each question, choose the correct answer.
17 You will hear two friends talking about their day. People Help with
What have they just done?
20 You will hear a man talking to his daughter before she goes out.
What’s the weather like today?
A It’s cold.
B It’s wet. You now have 6 minutes to write your answers on the answer sheet.
C It’s sunny.
Paper 2
6 7
31
32
Draft
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK ABOVE THIS LINE Page 1 of 1
Candidate Candidate
Name Number
Centre Centre
Name Number
Examination Examination
Title Details
Candidate Assessment
Signature Date
Do not write
Part 1 Part 2 below here
Part 3
A B C 6 1 0 A B C
1 6 11
A B C A B C
2 7 1 0 12
A B C 7 A B C
3 13
8 1 0
A B C 8 A B C
4 14
A B C 9 1 0 A B C
5 9 15
10 1 0
10
Part 4 Part 5
A B C A B C D E F G H
16 21
A B C A B C D E F G H
17 22
A B C A B C D E F G H
18 23
A B C A B C D E F G H
19 24
A B C A B C D E F G H
20 25
OFFICE USE ONLY - DO NOT WRITE OR MAKE ANY MARK BELOW THIS LINE Page 1 of 1
Draft
Paper 21
Download the audio files for the sample paper here:
cambridgeenglish.org/ket-handbook-audio
Listening Transcript 33
F: Well, my favourite film ever is ‘Bird Boy’, which actually 20: You will hear a man talking to his daughter before she
isn’t funny and has nothing amazing in it. But the reason I goes out. What’s the weather like today?
love it is because it all really happened.
M: Have you looked out of the window this morning, Kate?
M: Oh. I haven’t seen it.
F: Why, Dad? What do you mean?
F: I’ve only seen it on TV. I think it’s best to see films on a big
cinema screen, but I usually just watch them on my laptop M: You won’t need your warm coat today. The weather
at home. forecast says the temperature’s definitely going to be
higher than yesterday.
M: Me too.
F: Great. I’m going to the city centre with Diana this morning.
Now listen again.
M: But take an umbrella because it’s just starting to rain.
That is the end of Part 3. F: All right, no problem.
Now listen again.
Now look at Part 4.
That is the end of Part 4.
For each question, choose the correct answer.
16: You will hear a teacher talking to her class. What does Now look at Part 5.
the teacher want her class to do?
For each question, choose the correct answer. Look at Questions
F: I’m very pleased with your work. You’re getting good marks 21–25 now. You have 15 seconds.
and working together well. But you really must remember
You will hear Julia talking to her mother about a school
that other classes in rooms near us can’t do their work if
fashion show. What will each person help with?
you shout at one another. Let’s all show a bit more respect
for other people – OK? Now – everyone has something to F1: We’re having a fashion show at school again …
finish. Don’t hurry, you have lots of time. F2: Great. What are you helping with, Julia?
Now listen again. F1: I’m doing the make-up. I want it to be really good.
17: You will hear two friends talking about their day. What F2: That will be fun.
have they just done? F1: Anton wanted to have special lights but the teacher says
we don’t need them. So he’s finding CDs to play in the
M: That was great, wasn’t it?
show.
F: Yes – everyone did really well today but I’m exhausted now
F2: Oh.
and my legs really hurt! I’m going to go straight home and
ask Mum if I can have a pizza for dinner. F1: Emma chose really good music last year but she wants to
take some pictures with her new camera this time.
M: I’m going to lie on my bed and listen to music all evening.
F2: Karl’s a good photographer too, isn’t he?
F: Good idea! We’ve done so much exercise today!
F1: Yes, but he’s drawing some posters. He’s brilliant at art.
Now listen again.
F2: Is Sarah helping?
18: You will hear a teacher talking to one of his students F1: She’s deciding what everyone will wear.
called Sarah. Why must Sarah do her homework again?
F2: Oh, will she be good at that? She was so good at selling
M: I’m afraid you need to do this maths homework again, Sarah. tickets last time.
F: Oh no! Didn’t I finish it, Mr Hall? I’m sure I did! So – are F1: Well, she’s very interested in fashion now.
some of my answers incorrect?
F2: Will there be a party afterwards?
M: Not at all. You understood my lesson perfectly – but I told
F1: George is going to get some snacks. It’s difficult to know
you to do exercise two on page six, not page sixteen!
how many we’ll need because we haven’t sold many
F: Oh dear – I must be much more careful! tickets yet.
Now listen again. F2: I’ll buy one, how much are they … [Fade]?
19: You will hear a girl, Lara, talking about shopping. Why Now listen again.
did Lara buy the bag? That is the end of Part 5.
M: Let’s see your new bag, Lara. Oh, why did you get that You now have 6 minutes to write your answers on the answer sheet.
one? You wanted a pale colour.
You have one more minute.
F: I know! But this was the only one in the shop that was big
enough for all my school stuff! That is the end of the test.
M: Right. Well, it looks good. Did it cost a lot?
F: Yeah, much too much. Mum had to lend me some money.
Now listen again.
34
Paper 21
Assessment
Answer key
Listening
Q Part 4 Q Part 5
16 B 21 E
17 C 22 F
18 B 23 G
19 A 24 A
20 B 25 B
Listening Assessment 35
Paper 3: 8–10 mins
Speaking
tasks
Interlocutor
Interlocutor asks
1 3–4
minutes
questions to each
candidate in turn
Respond to questions, giving
factual or personal information.
Candidate
Candidate Interlocutor
2 5–6
minutes
Discussion task with
visual stimulus
Candidates discuss likes,
dislikes and give reasons.
Candidate Candidate
Total
25
36
Paper 3
Preparing learners
Advice for teachers
• The standard format for the Speaking test is two candidates and two examiners.
• One examiner is the interlocutor, who manages the interaction and speaks directly with Parents can get
the candidates. The interlocutor sets up the tasks and gives the candidates more information
their instructions. from the Information
for parents page
• The other examiner is the assessor, who does not join in the conversation, but assesses the
on the Cambridge
candidates’ performances.
English website.
Learners
Teachers
38
Paper 3
Advice by task
See these tasks in full from page 41.
Speaking Part 1
Test 1
THE TASK
Part 1 (3-4 minutes)
Phase 1
uuThe interlocutor leads a general conversation with each of the candidates.
Interlocutor
To both candidates Good morning / afternoon / evening. uuIn Part 1, Phase 1, the interlocutor asks questions of a factual and personal
Can I have your mark sheets, please?
For Non-UK, ask Where do you live? Do you live in … (name of district / town
etc.)?
uuPart 1 lasts 3–4 minutes in total.
Thank you.
For Non-UK, ask Where do you live? Do you live in … (name of district / town uuIt’s normal for candidates to feel nervous at the beginning of the Speaking
etc.)?
Thank you. test. This conversation uses everyday, simple language. It is designed to
help settle candidates into the test.
Extended Response Back-up questions uuIf candidates have any difficulty in understanding a question, they should
Now A, please tell me something about the Do you get a lot of homework every day?
homework you have to do. Did you do any homework yesterday?
Do you like homework? (Why?/Why not?)
ask the interlocutor to repeat it.
Interlocutor
Phase 1
uuIn Part 2, Phase 1, the candidates talk to each other. The interlocutor sets
Interlocutor
3-4 minutes
up the task, but does not take part in this phase.
Now, in this part of the test you are going to talk together.
Place Part 2 booklet, open at Task 2a, in front of candidates. uuPart 2, Phase 1 takes the form of a discussion based on five illustrations
Here are some pictures that show different hobbies.
representing an appropriate topic. e.g. hobbies. The candidates are asked to
Do you like these different hobbies? Say why or why not. I’ll say that again.
discuss the activities, things or places illustrated.
Do you like these different hobbies? Say why or why not.
Phase 2
HOW TO APPROACH THE TASK
Interlocutor Now, do you prefer to spend your free time alone or with other people, B? .....
Allow up to 2 (Why?)
minutes
And what about you, A? (Do you prefer to spend your free time alone or with
uuCandidates should look at the illustrations on the visual prompt carefully
other people?) (Why?)
and identify the activity, place or thing each one represents.
Which is more fun, playing sports or watching sports, A? (Why?)
And you, B? (Which is more fun, playing sports or watching sports?) (Why?)
uuCandidates should aim to talk about all of the activities, things or places,
Thank you. That is the end of the test. saying which they like and dislike, and why.
uuCandidates are encouraged to extend as much as possible by elaborating
on their answers and by responding to each other’s utterances, for example,
giving their opinion on their partner’s idea or asking a question to help keep
4
the conversation going.
uuPossible topics include activities and places relating to daily life, school,
leisure activities, transport, towns and cities, and holidays.
ASSESSMENT
uuCandidates are assessed on their use of appropriate language and
interactive strategies, not on their ideas.
40
Test 1 Phase 2
Interlocutor
Part 1 (3-4 minutes) Now, let’s talk about school.
Phase 1 Back-up prompts
Interlocutor
A, what subject do you like best? Do you like maths?
To both candidates Good morning / afternoon / evening.
What clothes do you wear to school? Do you wear a uniform?
Hand over the mark sheets to the Assessor. B, What time do you finish school? Do you finish school at 4 o’clock?
I’m …………, and this is ………… . What do you eat after school? Do you eat snacks after school?
Interlocutor
For UK, ask Where do you come from? Are you from (Spain, etc.)? How many bedrooms are there in your house? Are there three bedrooms in your house?
For Non-UK, ask Where do you live? Do you live in … (name of district / town A, where do you watch TV at home? Do you watch TV in the kitchen?
etc.)?
Thank you. What’s your favourite room in your house? Do you like your bedroom?
For Non-UK, ask Where do you live? Do you live in … (name of district / town
etc.)?
Thank you.
Paper 3
2 3
41
42
Test 1
Do you like these different hobbies? Say why or why not. I’ll say that again.
Candidates ………………………………………………………..
Allow a minimum of 1 minute (maximum of 2 minutes) before moving on to the
following questions
Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
Phase 2
Interlocutor Now, do you prefer to spend your free time alone or with other people, B? (Why?)
Allow up to 2
minutes
And what about you, A? (Do you prefer to spend your free time alone or with
other people?) (Why?)
And you, B? (Which is more fun, playing sports or watching sports?) (Why?)
4 5
Test 2 Part 2 (5-6 minutes)
To both candidates Good morning / afternoon / evening. Place Part 2 booklet, open at Task 2b, in front of candidates.
To candidate A What’s your name? Do you like these different outdoor activities? Say why or why not.
To candidate B And what’s your name? All right? Now, talk together.
Candidates ………………………………………………………..
Allow a minimum of 1 minute (maximum of 2 minutes) before moving on to the
Back-up prompts following questions
Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.
A, how old are you?
Phase 2
For UK, ask Where do you come from? Are you from (Spain, etc.)?
Interlocutor Now, do you prefer being by the sea or in the mountains, B? (Why?)
For Non-UK, ask Where do you live? Do you live in … (name of district /
Allow up to 2
town etc.)? And what about you, A? (Do you prefer being by the sea or in the mountains?)
minutes
Thank you. (Why?)
And you, B? (Is it better to do sports alone or with other people?) (Why?)
6 8
43
Speaking assessment
Examiners and marking The interlocutor awards a mark for global achievement using the
global achievement scale.
The quality assurance of Speaking Examiners (SEs) is managed
by Team Leaders (TLs). TLs ensure all examiners successfully
complete examiner training and regular certification of procedure
and assessment before they examine. TLs are in turn responsible A2 Global achievement
to a Professional Support Leader (PSL) who is the professional
representative of Cambridge English for the Speaking tests in a Handles communication in everyday situations,
given country or region. despite hesitation.
5 Constructs longer utterances but is not able to
Annual examiner certification involves attendance at a face-to-
face meeting to focus on and discuss assessment and procedure, use complex language except in well-rehearsed
followed by the marking of sample Speaking tests in an online utterances.
environment. Examiners must complete standardisation of
4 Performance shares features of Bands 3 and 5.
assessment for all relevant levels each year and are regularly
monitored during live testing sessions. Conveys basic meaning in very familiar everyday
situations.
Assessment scales 3 Produces utterances which tend to be very short
Throughout the test candidates are assessed on their own – words or phrases – with frequent hesitation and
individual performance and not in relation to each other. They pauses.
are awarded marks by two examiners: the assessor and the
2 Performance shares features of Bands 1 and 3.
interlocutor. The assessor awards marks by applying performance
descriptors from the analytical assessment scales for the Has difficulty conveying basic meaning even in very
following criteria: familiar everyday situations.
1
• grammar and vocabulary Responses are limited to short phrases or isolated
• pronunciation words with frequent hesitation and pauses.
44
Paper 3
A2 Key for Schools Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall
Speaking scales on the following page.
Is intelligible.
Shows a good degree of control Intonation is generally appropriate.
of simple grammatical forms.
Sentence and word stress is generally Maintains simple exchanges. Requires
5 Uses a range of appropriate
accurately placed. very little prompting and support.
vocabulary when talking about
everyday situations. Individual sounds are generally articulated
clearly.
Speaking Assessment 45
46
Grammatical
CEFR level Lexical resource Discourse management Pronunciation Interactive communication
resource
• Produces extended stretches of language
• Uses a wide range of with flexibility and ease and very • Interacts with ease by skilfully
• Maintains control
appropriate vocabulary little hesitation. • Is intelligible. interweaving his/her contributions into
of a wide range of
with flexibility to give • Contributions are relevant, coherent, • Phonological features are the conversation.
grammatical forms
and exchange views varied and detailed. used effectively to convey and • Widens the scope of the interaction and
and uses them
on unfamiliar and • Makes full and effective use of a wide enhance meaning. develops it fully and effectively towards
with flexibility.
abstract topics. range of cohesive devices and a negotiated outcome.
Overall Speaking scales
discourse markers.
Speaking assessment glossary Where language specifications are provided at lower levels (as in A2
of terms Key for Schools and B1 Preliminary), candidates may have control of
only the simplest exponents of the listed forms.
Flexibility: the ability of candidates to adapt the language they Discourse markers: words or phrases which are primarily used in
use in order to give emphasis, to differentiate according to the spoken language to add meaning to the interaction, e.g. you know,
context, and to eliminate ambiguity. Examples of this would be you see, actually, basically, I mean, well, anyway, like.
reformulating and paraphrasing ideas.
Extent/extended stretches of language
Grammatical control
Extent/extended stretches of language: the amount of language
Grammatical control: the ability to consistently use grammar produced by a candidate which should be appropriate to the task.
accurately and appropriately to convey intended meaning. Long-turn tasks require longer stretches of language, whereas
Speaking Assessment 47
tasks which involve discussion or answering questions could Supporting: instances when one candidate helps another
require shorter and extended responses. candidate, e.g. by providing a word they are looking for during a
discussion activity, or helping them develop an idea.
Relevance
Relevance: a contribution that is related to the task and not Turn and simple exchange
about something completely different. Turn: everything a person says before someone else speaks.
4. Pronunciation
Intelligible
Intelligible: a contribution which can generally be understood
by a non-EFL/ESOL specialist, even if the speaker has a strong or
unfamiliar accent.
Phonological features
Phonological features include the pronunciation of individual
sounds, word and sentence stress and intonation.
Intonation: the way the voice rises and falls, e.g. to convey
the speaker’s mood, to support meaning or to indicate
new information.
5. Interactive communication
Development of the interaction
Development of the interaction: actively developing the
conversation, e.g. by saying more than the minimum in response
to the written or visual stimulus or to something the other
candidate/interlocutor has said; or by proactively involving the
other candidate with a suggestion or question about further
developing the topic (e.g. What about bringing a camera for the
holiday? or Why’s that?).
48
Language
specifications
Language specifications
Candidates who are successful in A2 Key for Schools should be able asking the way and giving directions
to satisfy their basic communicative needs in a range of everyday
asking for and giving travel information
situations with both native and non-native speakers of English.
asking for and giving simple information about places
The following is a list of the language specifications that the
A2 Key for Schools examination is based on. identifying and describing simple objects (shape, size, weight,
colour, purpose or use, etc.)
Inventory of functions, notions and making comparisons and expressing degrees of difference
communicative tasks
expressing purpose, cause and result, and giving reasons
The realisations of these functions, notions and communicative tasks
will be in the simplest possible ways. making and granting/refusing simple requests
greeting people and responding to greetings (in person and on the making and responding to offers and suggestions
phone) expressing and responding to thanks
introducing oneself and other people giving and responding to invitations
asking for and giving personal details: (full) name, age, address, giving advice
names of relatives and friends, etc.
giving warnings and stating prohibitions
understanding and completing forms giving personal details
asking/telling people to do something
describing education
expressing obligation and lack of obligation
describing people (personal appearance, qualities)
asking and giving/refusing permission to do something
asking and answering questions about personal possessions
making and responding to apologies and excuses
asking for repetition and clarification
expressing agreement and disagreement, and contradicting
restating what has been said people
checking on meaning and intention paying compliments
helping others to express their ideas sympathising
interrupting a conversation expressing preferences, likes and dislikes (especially about hobbies
asking for and giving the spelling and meaning of words and leisure activities)
counting and using numbers talking about feelings
asking and telling people the time, day and/or date expressing opinions and making choices
asking for and giving information about routines and habits expressing needs and wants
understanding and giving information about everyday activities expressing (in)ability in the present and in the past
talking about what people are doing at the moment talking about (im)probability and (im)possibility
talking about past events and states in the past, recent activities expressing degrees of certainty and doubt
and completed actions
understanding and producing simple narratives
Inventory of grammatical areas
reporting what people say Verbs
Regular and irregular forms
talking about future situations
talking about future plans or intentions Modals
making predictions can (ability; requests; permission)
identifying and describing accommodation (houses, flats, rooms, could (ability; polite requests)
furniture, etc.) would (polite requests)
buying things (costs and amounts) will (future)
talking about food and ordering meals shall (suggestion; offer)
talking about the weather should (advice)
talking about one’s health may (possibility)
following and giving simple instructions have (got) to (obligation)
understanding simple signs and notices must (obligation)
Language specifications 49
mustn’t (prohibition) Nouns
need (necessity) Singular and plural (regular and irregular forms)
needn’t (lack of necessity) Countable and uncountable nouns with some and any
Abstract nouns
Tenses
Compound nouns
Present simple: states, habits, systems and processes and with
future meaning (and verbs not used in the continuous form) Noun phrases
Present continuous: present actions and future meaning Genitive: ’s and s’
Present perfect simple: recent past with just, indefinite past with Double genitive: a friend of theirs
yet, already, never, ever; unfinished past with for and since
Pronouns
Past simple: past events
Personal (subject, object, possessive)
Past continuous: parallel past actions, continuous actions
interrupted by the past simple tense Impersonal: it, there
Future with will and shall: offers, promises, predictions, etc. Quantitative: one, something, everybody, etc.
Indefinite: some, any, something, one, etc.
Verb forms
Relative: who, which, that
Affirmative, interrogative, negative
Imperatives Determiners
Infinitives (with and without to) after verbs and adjectives a + countable nouns
Gerunds (-ing form) after verbs and prepositions the + countable/uncountable nouns
Co-ordinate clause: Carlos is Spanish and his wife is English. Demonstrative: this, that, these, those
Subordinate clause following sure, certain: I’m sure (that) she’s Quantitative: some, any, many, much, a few, a lot of, all, other,
a doctor. every, etc.
Subordinate clause following know, think, believe, hope: I hope Comparative and superlative forms (regular and irregular)
you’re well. Order of adjectives
Subordinate clause following say, tell: She says (that) she’s his sister. Participles as adjectives
Subordinate clause following if, when, where, because:
Adverbs
I’ll leave if you do that again.
Regular and irregular forms
He’ll come when you call.
Manner: quickly, carefully, etc.
He’ll follow where you go.
Frequency: often, never, twice a day, etc.
I came because you asked me.
Definite time: now, last week, etc.
Interrogatives Indefinite time: already, just, yet, etc.
What; What (+ noun) Degree: very, too, rather, etc.
Where; When Place: here, there, etc.
Who; Whose; Which Direction: left, right, etc.
How; How much; How many; How often; How long; etc. Sequence: first, next, etc.
Why Pre-verbal, post-verbal and end-position adverbs
(including the interrogative forms of all tenses and modals listed)
Comparative and superlative forms (regular and irregular)
50
Language
specifications
Prepositions Lexis
Location: to, on, inside, next to, at (home), etc.
The A2 Key for Schools vocabulary list includes items which
Time: at, on, in, during, etc. normally occur in the everyday vocabulary of native speakers
using English today.
Direction: to, into, out of, from, etc.
Candidates should know the lexis appropriate to their
Instrument: by, with
personal requirements, for example, nationalities, hobbies,
Miscellaneous: like, about, etc. likes and dislikes.
Prepositional phrases: at the end of, in front of, etc. Note that the use of American pronunciation, spelling and lexis is
acceptable in A2 Key for Schools.
Prepositions preceding nouns and adjectives: by car, for sale, on
holiday, etc. A list of vocabulary that may appear in the A2 Key and A2 Key for
Schools examinations is available on our website:
Connectives cambridgeenglish.org/exams/key/preparation
and, but, or
The list does not provide an exhaustive register of all the words
when, where, because, if which could appear in A2 Key for Schools question papers and
Note that students will meet forms other than those listed above candidates should not confine their study of vocabulary to the
in A2 Key for Schools, on which they will not be directly tested. list alone.
Language specifications 51
A2 Key for Schools glossary
Answer sheet Multiple matching
the form on which candidates record their responses. a task in which a number of questions or sentence-completion
items, generally based on a reading text, are set. The responses
Assessor
are provided in the form of a bank of words or phrases, each of
the Speaking test examiner who assigns a score to a candidate’s which can be used an unlimited number of times.
performance, using analytical criteria to do so.
Opening and closing formulae
Cloze test
the expressions, either formal or informal, that are usually used to
a type of gap-filling task in which whole words have been open and close letters, e.g. Dear Maria … With best wishes from … ,
removed from a text and which candidates must replace. or Dear Mr Dakari … Yours sincerely …
Coherence Options
language which is coherent is well planned and clear, and all the the individual words in the set of possible answers for a
parts or ideas fit well so that they form a united whole. multiple-choice item.
52
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